Teacher preparation programs in the United States grapple with preparing pre-service teachers for teaching an increasingly diverse student population (Aydarova & Marquardt, 2016). Clearly, there is a need for helping pre-service teachers develop a more global perspective (Walters, Garii, & Walters, 2009). Some teacher preparation programs have utilized international exchange programs to provide multi-cultural learning opportunities for pre-service teachers. Research findings on international teacher preparation exchange programs seem to support the notion that such programs have a positive impact on pre-service teachers’ development (McCartney & Harris, 2014). However, it is unclear as to what specific program element(s) participants find most effective in preparing them to work with diverse students.In an effort to identify effective program elements, I will conduct an exploratory, qualitative study of participants from an international experience course offered by the University of Hawaii at Manoa. This three-week summer course provides participants with a summer learning experience in Japan, and more recently, South Korea. The main focus of this program is to give participants a glimpse into the Japanese and South Korean educational systems. The guiding research question for this study is: What aspect(s)/activities of the program were most helpful in teaching pre-service about education in different cultures? I will administer surveys to and conduct individual interviews with past participants of this course. The findings of this preliminary study may be of interest to teacher preparation faculty and program administrators.
Linda Oshita, University of Hawaii at Manoa, United States
Paper Information Conference: ACP2018
Stream: Psychology and Education
Added on Monday, April 9th, 2018
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